ABSTRACT
Foreword
Goals and preconditions. The primary goal of this theory is to foster knowledge construction (understanding) through direct instruction. It is intended primarily for use with textbook-based learning, lectures, and multimedia environments in which behavioral activity (manipulation) is not possible.
Values. Some of the values upon which this theory is based include:
instruction that focuses on the process of learning (what goes on inside the learner’s head) as well as the product of learning,
transfer (knowledge use), as well as retention,
how to learn, as well as what to learn.
Methods. These are the major methods this theory offers:
Select relevant information
Highlight the most important information for the learner, using:
Headings
Italics
Boldface
Font size
Bullets
Arrows
Icons
Underlining
Margin notes
Repetition
White Space
Captions
Use instructional objectives and/or adjunct questions.
Provide a summary.
Eliminate irrelevant information; be concise.
Organize information for the learner, using:
Structure of the text
Comparison/contrast structure
Classification structure
Enumeration (or parts) structure
Generalization structure
Cause-effect structure
Outlines
Headings
Pointer (or signal) words
Graphic representations
Integrate information
Advance organizers
Illustrations (multi-frame) with captions
Animation with narration
Worked-out examples
Elaborative questions
Major contributions. Offers a non-discovery, non-manipulation approach to constructivist learning.
—C.M.R.
Constructivist learning occurs when learners actively create their own knowledge by trying to make sense out of material that is presented to them. For example, in reading a textbook lesson on the formation of lightning, a constructivist learner attempts to build a mental model of the cause-and-effect system for lightning formation. The purpose of this chapter is to examine design principles for fostering constructivist learning, such as the learning of scientific explanations in textbooks, lectures, and multimedia environments. An important theme of this chapter is that one does not need discovery learning to have constructivist learning; (i.e., learners can construct meaning from well-designed direct instruction). First, I examine some introductory issues in the design of instruction for constructivist learning. Second, I present and exemplify a general model for describing the cognitive processes involved in constructivist learning. Third, I review instructional methods that are intended to foster constructivist learning. Fourth, I review the goals and values underlying instructional-design principles for constructivist learning.
